高中英语：unit 1 friendship新人教版必修2 课件.doc

Unit 1 friendship

1.Teaching aims and demands
类别
课程标准要求掌握的项目
话题
Friends and friendship; interpersonal relationships
词汇
Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose
in order to face to face according to get along with fall in love
join in
功能
1. Attitudes
Are you afraid that---?
I’ve grown so crazy about---
I didn’t dare---
2. Agreement and disagreement
I agree. I think so. Exactly.
I don’t agree. I don’t think so. I’m afraid not.
3.Certainty
That’s correct. Of course not.
语法
直接引语和间接引语(1): 陈述句和疑问句
1. 陈述句
“I don’t want to set down a series of facts in a diary.” Said Anne.
-----Anne said that she didn’t want to set down a series of facts in a diary.
2. 一般疑问句
He asked, “Are you leaving tonight?”
---He asked us whether we were leaving that night.
3. 特殊疑问句
“When did you go to bed last night?” father said to Anne.
--- Father asked Anne when she went to bed the night before.

2. Suggested teaching notes
1). Analyses of the teaching contents
This unit is about friendship, and nearly all the teaching materials center on it.
Warming up---The questionnaire leads students to think and talk about
friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary.
Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.
Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.
Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching.
Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches.
Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with
misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems.
Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing a diary.
Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures.
2) Making of the teaching plan
This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

Period 1
Warming up
Period 2
Pre-reading Reading and comprehending
Period 3
Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)
Period 4
Discovering useful structures (p. 5); Using structures (p. 42-43)
Period 5
Reading Listening and speaking (p.6)
Period 6
Reading and writing (p. 7);
Period 7
Summing up learning tip and Revision
3). Teaching plans for each period
Period 1 Warming-up
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.
I believe…… That’s correct. In my opinion, ……
2) Ability goals
a. Describe your friends in English
b. Figure out the problems between friends and then find different ways to solve the problems.
3) Learning ability goals
a. To encourage students to think and talk about friends and friendship by using some phrases and structures.
b. To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior Middle School.
2. Teaching important points:
a. Use the given adjectives and sentence structures to describe one of your friends.
b. Learn to evaluate friends and friendship.
3. Teaching difficult points:
a. Work together with partners and describe one of your good friends.
b. Discuss with partners and find out ways to solve the problems.
4. Teaching methods
a. Task-based teaching and learning
b. Cooperative learning
c. Discussion
5. Teaching aids:
CAI
6. Teaching procedures and ways:
Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?
2. What do you think of our new school? Do you like it? Could you say something about it?
3. Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
Step 3 Make a survey
List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.(write down some new words and make up some sentences to help students understand them.)

What qualities (品质) should a good friend have?
Selfless generous lovely outgoing ( 开朗的） helpful honest wise brave smart pretty friendly responsible handsome active kindhearted diligent （勤奋的） talkative（爱说话的）creative caring(关心别人的） thoughtful funny humorous easygoing(随和的） It’s lucky to have good friends.
l When you feel upset or unhappy, a humorous friend can cheer you up.
l When you are angry or nervous about something, a considerate friend will listen to you and help you calm down.
l A kind-hearted friend will care about you at all times. He/she will be concerned about you and want to see you are always happy
l An honest friend will tell you the truth when you make a mistake. In addition, an honest friend won’t help you cheat in the exam.
l A helpful friend will be ready to offer help when you need it. A helpful friend won’t add up what he/she does for you.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
In my opinion, a good friend is someone who……
1. Have a member of each group report on what their lists have in common and list them on the board.
2. Ask the class whether or not they agree with all the qualities listed.
3. Then have the students do the survey in the textbook.
4. Have the students score their survey according to the scoring sheet on page 8.
5. The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
Step 4 Language points. 1. add…to…把…加在…上
add … up 加起来
add up to 加起来总和是；等于
add to 增加 e.g Add your scores up and we’ll see who won.
These numbers add up to 100.
Will you please add some milk to my coffee?
The bad weather added to our difficulties.
2．upset adj. 心烦意乱的，不安的，
vt. 使心烦，使不安
e.g He felt upset at the news.
The bad news upset me.
3． calm adj. 平静的，镇静的，
e.g After the storm, the sea became calm.
Keep calm 保持冷静
vt.&vi calm(…) down 使平静下来；使镇静下来
e.g It is difficult to calm down the football fans.
4．have got to
5. . concern: concern sth./sb. 与……有关系
concern oneself with/about sb./sth. 忙于；关心 be concerned about/for sb./sth. 使担忧；使烦恼 = be worried about sb./sth.
e.g These problems concern all.
She concerns herself with her son’s future. = She is concerned about her son’s future.
The experts are concerned about the growth in the world’s population.
6. While walking the dog, you were careless and it got loose and was hit by a car. While walking the dog相当于While you were walking the dog在句中做时间状语，在when, while, before, after, as if, if, 等引导的状语从句中，如果从句的主语和主句的主语一致而且从句有系动词be的任何形式，则可省略从句的主语和系动词。
e.g I met her while on my way to work.=
I met her while I was on my way to work.
He opened the mouth as if to speak. =
He opened the mouth as if he was to speak.
7. walk the dog 溜狗
8．should have done本应该干某事，但实际没做
should not have done 本不应该干某事，但实际已经做了
e.g You should have come here five minutes ago.
You should not have left so early.
Step5 homework
i. Write a short passage about your best friend.
ii. Review the language points.

Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as skimming, scanning,(guessing key sentences), and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3. Preview new words and expressions of Unit 1
Notes to the texts p 76
4. Teaching procedure:
Step 1.Pre-reading
1. Who is your best friend ?
2. Does a friend always have to be a person? What else can be your friend ?
Step 2 Skimming Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.
1. Read the first part of the reading section and answer these questions:
• Who was Anne’s best friend?
When did the story happen?
2. Fill in the form below
The place of the story
 Nether lands

The heroine’s（女主人公）full name
 Anne Frank

Her best friend
 her diary--Kitty

The length of time her family hid away
 over two years

The time they started to hide
 July 1942

step3. Scanning the first two paragraphs to confirm your guessing, and do the first question in the comprehending on page3.
1) What was Anne’s best friend? Why did she make friends with it?
2) Did she have any other true friends then? Why?
3) What is the difference between Anne’s diary and those of most people?
step4. Skimming of Anne’s diary
1) Read the diary quickly to find out the main idea of the diary.
• Anne expressed feelings about nature after hiding for a long time.
• Everything about nature kept Anne spellbound.
2). Scan the diary and fill in the form.
Time
Nature
Feeling
Before hiding
 blue sky, songs of birds, moonlight, flowers
 Never felt spellbound
After hiding
darkness, rain, wind, the thundering clouds
Feel crazy
Step5. detail reading (do the 2 and 3 questions in the comprehending on page3.)
Now observe the text carefully to find out:
• how many parts it contains
• what the different parts are about
It contains two parts. One part is one page of Anne’s diary, the other one is the background knowledge about Anne and her diary
Step6. language points. Pick out the difficult sentences from the reading passage.
1. I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature
我不知道是不是因为我很久无法出门的缘故,我变得对一切与大自然有关的事物都无比狂热。
此句是个复合句，含有if引导的宾语从句和it is…that…构成的强调结构，此处强调because引导的原因状语从句。
2. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound
我记得很清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过.
when 引导的定语从句（划线部分）修饰句中的time
3. It was the first time in a year and a half that I’d seen the night face to face…
这是我一年半以来第一次面对面目睹夜晚。
It’s the first time…that… 某人第一次做某事
4. I am only able to look at nature through dirty curtains hanging before very dusty windows.
我只能透过肮脏的窗帘看大自然,窗帘悬挂在沾满灰尘的窗前。
hanging before very dusty windows 现在分词短语, 修饰curtains.
Step.7 useful words and expressions
1.  go through 经历
e.g go through two stages
go through the test in class struggle经历阶级斗争的考验
The poor girl has gone through a lot since her parents died.
2. hide away 躲藏，躲避
3. set down写下，记下= write down
e.g I set down everything that happened then.
使…下车The bus stops to set down the passengers.
4. series (单复同形)系列，连续
e.g There is a television series (连续剧)on this channel every night.
a series of + n (pl)一系列，一连串的
e.g a